FACULTY RESISTANCE TO WRITING-INTENSIVE COURSES

被引：20

作者：

BOICE, R

机构：

[1] State University of New York, Stony Brook

来源：

TEACHING OF PSYCHOLOGY | 1990年 / 17卷 / 01期

关键词：

D O I：

10.1207/s15328023top1701_3

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article examines professors' resistance to implementing writing as learning and contends that strategies developed for inhibited writers can also help inhibited teachers. These strategies were combined with surveys and observations of professors implementing writing-intensive courses to produce a sequence of steps for overcoming resistance: (a) raising consciousness about resistance, (b) helping students generate momentum, (c) establishing regimens of brief writing sessions, and (d) making writing more socially skilled. © 1990, SAGE Publications. All rights reserved.

引用

页码：13 / 17

页数：5

共 12 条

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[2]

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[3]

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[4]

BOICE R, 1986, SOCIAL BEHAVIORAL SC, V16, P37

[5]

Elbow P., 1973, WRITING TEACHERS

[6]

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[7]

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[8]

MARSHALL JD, 1984, CONTEXTS LEARNING WR, P149

[9]

PETERS TJ, 1984, SEARCH EXCELLENCE

[10] A GROUNDED THEORY OF THESIS BLOCKING [J].

RENNIE, DL ;

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TEACHING OF PSYCHOLOGY, 1987, 14 (01) :10-16

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